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West Suffolk College

REPORT FROM THE INSPECTORATE 1997-98

THE FURTHER EDUCATION FUNDING COUNCIL 6954 WEST SUFFOLK COLLEGE 24/2/98 3:50 pm Page B

THE FURTHER EDUCATION FUNDING COUNCIL

The Further Education Funding Council has a legal duty to make sure further education in is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. It also assesses and reports nationally on the curriculum, disseminates good practice and advises the FEFC’s quality assessment committee.

College inspections are carried out in accordance with the framework and guidelines described in Council Circulars 97/12, 97/13 and 97/22. Inspections seek to validate the data and judgements provided by colleges in self-assessment reports. They involve full-time inspectors and registered part-time inspectors who have knowledge of, and experience in the work they inspect. A member of the Council’s audit service works with inspectors in assessing aspects of governance and management. All colleges are invited to nominate a senior member of their staff to participate in the inspection as a team member.

Cheylesmore House Quinton Road Coventry CV1 2WT Telephone 01203 863000 Fax 01203 863100

© FEFC 1998

You may photocopy this report. A college may use its report in promotional material provided quotes are accurate, and the findings of the inspection are not misrepresented. 6954 WEST SUFFOLK COLLEGE 24/2/98 3:50 pm Page C

Contents

Paragraph

Summary

Context

The college and its mission 1

The inspection 4

Curriculum areas

Business studies 6

Hotel and catering 11

Health and social care 17

Hairdressing and beauty therapy 22

Art and design 27

Cross-college provision

Support for students 32

General resources 39

Quality assurance 46

Governance 52

Management 59

Conclusions 67

College statistics

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Grade Descriptors Retention and Pass Rates Inspectors assess the strengths and weaknesses Where data on students’ achievements appear of each aspect of provision they inspect. Their in tables, levels of achievement are shown in assessments are set out in the report. They use two ways: a five-point scale to summarise the balance • as a retention rate, which is the proportion between strengths and weaknesses. of students who completed a course in The descriptors for the grades are: relation to the number enrolled on 1 November in the first year of the course • grade 1– outstanding provision which has • as a pass rate, which is the proportion of many strengths and few weaknesses students which passed examinations in • grade 2 – good provision in which the relation to the number entered. Pass rates strengths clearly outweigh the weaknesses for GCE A level are quoted for grades A to • grade 3 – satisfactory provision with E unless otherwise specified. Pass rates strengths but also some weaknesses for GCSE courses are quoted for grade C or • grade 4 – less than satisfactory provision above unless otherwise specified. Pass in which the weaknesses clearly outweigh rates for vocational and professional the strengths awards are for successful completion of the full award. • grade 5 – poor provision which has few strengths and many weaknesses.

Aggregated grades for aspects of cross-college provision, curriculum areas and lesson observations, for colleges inspected during 1996-97, are shown in the following table.

Grade 12345 %%%%%

Curriculum areas 9 59 30 2 –

Cross-college provision 18 51 27 4 –

Lesson observations 19 42 31 7 1

Source: Quality and Standards in Further Education in England 1996-97: Chief inspector’s annual report. Grades were awarded using the guidelines in Council Circular 93/28, Assessing Achievement. Sample size: 122 college inspections 6954 WEST SUFFOLK COLLEGE 24/2/98 3:50 pm Page 1

Summary

West Suffolk College thorough assessment procedures; good levels of additional learning support; some excellent Eastern Region accommodation and specialist facilities; a rigorous self-assessment process; Inspected November 1997 comprehensive quality assurance arrangements; and clear priorities set by governors and West Suffolk College is a general college of managers. The college should address: poor further education located on main site in retention on some programmes and low levels of and using eight local centres achievement on a few courses; some ineffective and over 100 other centres in Suffolk and south teaching; restricted access for wheelchair users Norfolk. The first self-assessment report, and the non-ambulant in some places; together with its action plan, was produced in unreliable data on students’ achievements; and 1995-96. The annual planning cycle of the ineffective use of management information college links the self-assessment process and its systems at some levels. outcomes with the development of the strategic plan. The college produced an informative The grades awarded as a result of the inspection 1996-97 self-assessment update for the are given below. inspection. Inspectors focused the inspection on the initial self-assessment report and the current update. The availability of clearly referenced evidence enabled inspectors to substantiate the majority of the judgements and grades reached by the college.

The college offers a wide range of courses in nine of the FEFC’s programme areas. Five curriculum areas were inspected together with aspects of cross-college provision. The curriculum is well managed. Individual support for students is effective. There are: appropriate and well-organised work placements; some good pass rates for students completing courses;

Curriculum area Grade Cross-college provision Grade

Business studies 2 Support for students 2

Hotel and catering 3 General resources 2

Health and social care 2 Quality assurance 2 Hairdressing and beauty therapy 1 Governance 2 Art and design 2 Management 2

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Context

The College and its Mission (GNVQs) have been strongly promoted in schools. The college is an associate college of 1 West Suffolk College is situated in the Anglia Polytechnic University with historic and attractive market town of Bury well-established programmes in business St Edmunds. The catchment area of the college studies, humanities, childhood studies and is more than 1,000 square miles covering west teacher training. New programmes in and central Suffolk, north Essex, east computing, psychology and leisure studies began Cambridgeshire and south Norfolk and including in 1997. The college also offers higher national some 300,000 residents. Although there are certificate and diploma courses in engineering significant concentrations of population and and construction, a foundation course for industry in six towns located within a 20-mile foreign students as well as a science foundation radius of Bury St Edmunds the catchment area programme which it has developed with the of the college is predominantly rural. Over University of . two-thirds of the population live in villages. To 3 The curriculum is delivered through overcome the problems presented to prospective 10 departments, some of which have discrete students by the poor public transport facilities, areas organised into sections. The college’s the college operates in eight local centres and mission statement was developed through over 100 different locations away from the main consultation with staff and governors in 1990 site in Bury St Edmunds. Employment and has been reviewed annually. It states that opportunities are primarily in health, social the college’s aim is ‘to provide quality education care, business and market services, distribution, and training which is cost effective and which hospitality and tourism, and manufacturing meets the needs of the whole community in a industries. Jobs in agriculture have declined welcoming and supportive environment’. The and represent only 4 per cent of the total. college gives priority to the following aims in its There are few large employers and over 90 per strategic plan: cent of businesses have fewer than 25 • provision of a comprehensive education employees. The unemployment rate in and training programme at all levels September 1997 was less than 3 per cent in • helping students attain their goals, Bury St Edmunds and less than 5 per cent in all achieving retention and qualification rates other parts of the catchment area. above the national average 2 The college operates in a competitive • the establishment of an integrated quality environment. There are a number of private assurance system training companies as well as 12 local education • the development of a well-resourced, safe authority (LEA) maintained 14 to 18 schools and and accessible learning environment three special schools in West Suffolk for pupils • the establishment of local learning centres aged five to 16. There is also one 11 to 16 and and the use of distance learning and new one 11 to 18 school in Thetford. There are four technologies private schools within the college’s catchment • effective links with European and area. The participation rate of students in international organisations education after the age of 16 was 72 per cent in • the efficient management of financial 1996-97, an increase from 58 per cent in 1991. resources The college attracted 14 per cent of these • the recruitment, retention and development students in 1991 and this figure grew to 24 per of committed staff. cent in 1994 but has dropped back to 22 per cent as general national vocational qualifications

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Context

The Inspection

4 The college was inspected during the week beginning 3 November 1997. The inspection team had previously evaluated the college’s self-assessment report and information about the college held by other divisions of the Further Education Funding Council (FEFC). The college submitted data on students’ achievements for the three years 1994 to 1997 which were validated by the inspectorate against primary sources such as class registers and pass lists issued by examining bodies. The inspection was carried out by 11 inspectors for a total of 39.5 days. They observed 59 lessons, and examined students’ work and college documents. The inspection team also included an auditor. Inspectors and the auditor met governors, managers, college staff and students.

5 Of the lessons inspected, 64 per cent were rated good or outstanding and 10 per cent were less than satisfactory. This compares with 61 per cent and 8 per cent, respectively, for all lessons observed during 1996-97, according to Quality and Standards in Further Education in England 1996-97: Chief inspector’s annual report. The average level of attendance in the lessons inspected was 76 per cent which is similar to the average for the sector. The following table shows the grades given to the lessons inspected.

Lessons: inspection grades by programme of study

Programme Grade Totals 12345

GCSE and GCE A/AS level 2 0 0 0 0 2

GNVQ 4 6 5 1 0 16

NVQ 4 6 3 2 0 15

Other vocational 7 9 7 3 0 26

Total 17 21 15 6 0 59

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Curriculum Areas

Business Studies provide students with opportunities for progression.

Grade 2 8 The quality of teaching was generally good 6 Fourteen lessons were observed, and some was outstanding. Teachers used including lessons for full-time and part-time question and answer techniques effectively to students on intermediate and advanced extend students’ learning and to encourage GNVQ, first and national diploma, national students to participate in discussions. In a few vocational qualification (NVQ) and access to lessons, teachers failed to provide work which further education courses. The was sufficiently challenging and they did not self-assessment report for the curriculum always check that learning was taking place. area identifies many strengths and areas for This was not identified by the college in its development but some additional key review of teaching and learning. Students’ work weaknesses were identified by inspectors. is of a high standard. Staff feedback is generally detailed and analytical and helps students to Key strengths improve their work. Students’ portfolios are • some high standards of teaching generally well presented and together with records of achievement provide impressive • good opportunities for the development of and assessment of students’ key skills evidence of the progress they make. Course handbooks are comprehensive and students find • rigorous assessment procedures them useful. Planned work experience and • students’ work of a consistently high well-structured visits to industry are an integral standard part of most courses. Some students achieve • good pass and retention rates on notable success; they have won the West Suffolk intermediate vocational courses Young Enterprise award for the last three years. • significant achievements by individual A profoundly deaf student won the college best students business studies student award for 1997. • the broad range of curriculum provision 9 Most business studies lessons are timetabled in rooms allocated and managed by Weaknesses the department. They are well appointed and • failure of some teachers to set appropriately furbished with whiteboards and sufficiently challenging work overhead projectors. Business studies students • teachers’ monitoring of students’ have good access to specialist information learning not always effective technology facilities in departmental resource • poor retention and pass rates on some rooms and in the college’s resource centre. courses 10 Pass rates and retention on vocational and advanced business courses have fluctuated 7 A reorganised departmental structure was during the last three years. The self-assessment introduced in March 1997 and aspects of recognises that pass rates have fallen on some business studies courses are taught across four advanced vocational courses. Results at departments. A wide range of business studies intermediate vocational level are stronger and courses at all levels is offered. Some foundation pass rates are significantly above the national provision is available at the college and in average, and there is a consistently good pattern collaboration with local providers. Good links of retention averaging about 85 per cent. with higher education institutions in the locality

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Curriculum Areas

Examples of students’ achievements in business studies, 1995 to 1997

Course grouping 1995 1996 1997

Advanced vocational Retention (%) 79 79 60 (national diploma, GNVQ) Pass rate (%) 87 85 63

Intermediate vocational Retention (%) 90 79 83 (first diploma, GNVQ) Pass rate (%) 79 60 66

Source: college data

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Curriculum Areas

Hotel and Catering industry and the hospitality advisory board meets regularly. The section works closely with Grade 3 local employers to support training in the work place and provide training for assessor and 11 Courses in the hotel and catering area verifier awards. are taught by staff in the hospitality studies section. Eleven lessons were observed, 13 Induction activities are well planned and including practical and theory lessons for introduce students to the college and their students enrolled on full-time and part-time course. There is some good tutorial practice courses. Inspectors did not agree with some and students’ progress is closely monitored. of the judgements in the self-assessment Tutorials include action planning for students’ report. The self-assessment report fails to learning and a programme for their personal recognise the seriousness of the drop in and social development. Key skills are not retention and pass rates on some courses. included on NVQ courses; this is recognised as an area for development in the self-assessment Key strengths report. National diploma students are able to gain additional qualifications by working • good individual support for students towards an NVQ award. All students are • appropriate use of a variety of teaching successful in basic food hygiene certification. methods • well-structured work experience and 14 Teachers have recent experience of some productive links with industry working in the hospitality industry. Most lessons are well planned and teachers use an • effective induction and tutorial appropriate variety of teaching methods. programmes Examples from industry are used to relate • the range of enrichment activities theory to its practical application and encourage • good pass rates on advanced level students to draw on their own experiences of courses work. In some theory lessons, teachers did not maintain students’ interest. In a few lessons, Weaknesses teaching was too complex for students at that • ineffective teaching in some theory stage of the course. On the NVQ course teachers lessons provide a good range of worksheets which • the poor quality of some teaching enables students to work on their own. materials However, some handout materials were not well • the poor development of key skills on presented. NVQ programmes 15 There is good individual support for • poor retention and low pass rates on students in kitchen skills sessions. Kitchen and some courses restaurant facilities provide realistic work environments. Demonstrations by tutors are followed by students’ practical activities. 12 The section offers a national diploma in Students display good organisational skills and hotel and catering, the Hotel and Catering develop good teamwork and interpersonal skills. International Management Association The overall standard of practical work is certificate and a range of NVQ catering and satisfactory. However, insufficient attention is hospitality awards. Some planned NVQ level 3 given to ensuring that all students develop courses have not been run owing to insufficient appropriate technical skills. The range of demand. There are productive links with enrichment activities is extensive. There is a

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Curriculum Areas

well-planned programme of work experience for national diploma students. All students have the opportunity to gain valuable experience catering for events such as open golf championships and receptions at royal palaces. Well-established European cultural exchanges extend students’ experience.

16 Inspectors do not wholly agree with the college’s judgements on the quality of teaching and learning and students’ achievements. Examination pass rates for the national diploma in hotel and catering are consistently good but retention is erratic. There has been a significant decline in pass and retention rates on NVQ level 2 food preparation and cooking programmes over the last three years. In 1997, all students enrolled on the part-time level 3 patisserie course achieved the full award. Students’ portfolios of work are generally well maintained and presented and national diploma assignments are often wordprocessed. Students’ work is generally carefully marked and teachers’ comments help students to improve their performance.

Examples of students’ achievements in hotel and catering, 1995 to 1997

Course grouping 1995 1996 1997

Advanced vocational Retention (%) 62 67 61 (national diploma) Pass rate (%) 88 88 100

NVQ level 2 (full time) – Retention (%) 90 67 53 (food preparation and Pass rate (%) 89 88 74 cookery)

NVQ level 2 (part time) – Retention (%) + 88 44 (food preparation and Pass rate (%) + 79 64 cookery)

Source: college data +course not running

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Curriculum Areas

Health and Social Care 19 A broad range of teaching methods are used effectively to meet students’ learning Grade 2 needs. They generally make good use of question and answer techniques and classroom 17 Inspectors observed 12 lessons within the discussion to extend students’ learning. two departments of health and social studies Students appreciate the opportunities they have and learning support. Childcare courses did for group work and for study on their own. not form part of the scope of the inspection. They value the positive working relationships Inspectors agreed with most of the they have with staff. Well-planned and carefully judgements identified in the college monitored work experience is an integral part of self-assessment report, although some full-time courses. Students are able to complete additional strengths and weaknesses were planned assignments while attending work identified. placements. Assignments are varied and stimulating and supported by clear guidelines. Key strengths Schemes of work consist largely of lists of topics • appropriate teaching methods that meet and the college recognises in its self-assessment students’ individual learning needs report that some lesson plans lack clear aims • well-organised work placements and objectives. Few lesson plans indicate how • well-designed course handbooks and students’ learning is to be assessed. In a few clear assignment guidelines lessons, teachers failed to make clear to students • high levels of achievement for most the links between the different parts of the students completing their courses lesson. Some teachers taught at such a slow • well-managed courses pace that it did not maintain students’ interest, or made no attempt to draw the lesson to an Weaknesses appropriate conclusion by summarising for students the main points of the lesson. These • some poor schemes of work and lesson weaknesses were not identified by the college in plans its self-assessment report. • poor use of resources in some lessons • low levels of retention on some 20 Courses are well managed and staff have a programmes clear understanding of their roles. Course teams work effectively. Course files provide good • poor levels of achievement on the GNVQ evidence of sound organisation and a cohesive foundation programme team approach. Systems for course evaluation are thorough. Course teams have identified in 18 There is a broad range of health and social their self-assessment the need to address poor care courses, including GNVQs in health and retention on some courses. Some new social care at intermediate and advanced level, a approaches to course organisation have been BTEC national diploma in science (health developed in an attempt to improve retention. studies), a BTEC national certificate caring Students have access to an appropriate range of services (social care), and a City and Guilds of resources in the department and in the learning London Institute (C&G) certificate in advanced resource centre. There is a wide range of care management. There is a growing area of vocational journals for health, social care and NVQ provision in care at levels 2 and 3, much of childcare. Most teaching takes place in a suite which is available for students to work on their of rooms which are comfortable, attractive and own and at times of their own choosing. well maintained. Each course is allocated a

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Curriculum Areas

base room. Rooms are of good quality and have attractive display material and noticeboards. There are specialist rooms for the teaching of information technology key skills, practical care skills and first aid.

21 The high levels of achievement for most students who complete their courses were acknowledged in the college’s self-assessment report. In some cases, for example, the GNVQ intermediate health and social care course, pass rates are substantially above the national average. In two courses, the BTEC national certificate in caring services (social care) and the C&G advanced care management, pass rates are regularly above 90 per cent. The department has made good progress in teaching for, and assessment of, NVQs in care and assessment opportunities in the workplace have been developed. The majority of students are achieving their awards within the target time. Students on the GNVQ foundation programme have made good progress in achieving vocational units, and demonstrated good levels of personal and social skills. However, the failure to complete all aspects of key skills units has prevented any of these students from obtaining the full award for the past two years. Only three students have progressed to the GNVQ intermediate course.

Examples of students’ achievements in health and social care, 1995 to 1997

Course grouping 1995 1996 1997

Foundation Retention (%) 100 90 69 Pass rate (%) 62 0 0

Intermediate Retention (%) 88 67 85 Pass rate (%) 59 92 72

Advanced Retention (%) 90 75 73 Pass rate (%) 96 89 82

Source: college data

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Curriculum Areas

Hairdressing and Beauty motivate students. Teachers use teaching aids imaginatively. In one lesson, part-time diploma Therapy students were introduced to the basic chemical Grade 1 structure of aromatherapy oils; the teacher made effective use of handouts, question and 22 During the inspection 10 lessons were answer techniques, and a presentation using observed covering a variety of full-time and overhead transparencies. Particularly part-time programmes in hairdressing and noteworthy was the use of a computer beauty therapy. The quality of work seen was programme in a hair and beauty reception area outstanding. Eight out of 10 lessons observed to store clients’ records and of a new were good or outstanding. information technology package to help students learn anatomy. Students develop practical skills Key strengths under particularly effective tuition from a highly • a wide variety of appropriate teaching motivated and experienced staff team. There methods were a few weaknesses in isolated lessons. For • teaching and learning planned to meet example, in some practical lessons, students individual students’ needs were not given additional tasks when they had finished their set work. In one session, there • well-managed courses and work were insufficient models available for students’ experience programme practical assessments in hairdressing and some • high pass rates for full-time students students had to work on blocks. All but one of • practical and theory work of a high the lessons observed took place in appropriate standard and adequately resourced accommodation.

Weaknesses 25 Students on full-time programmes visit conferences in their specialist subject area. • some poor levels of retention in Teachers organise competitions for students 1996-97 each year. Hairdressing competitions enable full-time and part-time students to demonstrate 23 There is a wide range of full-time and practical skills in a highly creative way. These part-time courses leading to NVQs at levels 2 events provide links with employers and and 3, including more specialised part-time effective publicity for the college. As stated in courses in aromatherapy and reflexology. There the self-assessment report, NVQ level 3 are also new courses, for example, in Indian hairdressing students organise a major head massage and in kinesiology and an hairdressing event in the college each year international sugaring certificate. Courses are which enables them to provide evidence of their designed to meet the needs of 16 to 19 year olds skills in an exciting and enjoyable context. The and adults who wish to return to work or college is developing links with Nordic countries change careers. Courses are well designed and and hairdressing students this year will planned. There are strong links with employers participate in an exchange visit with students who provide work placement opportunities for from Sweden. full-time students. The programme is effectively 26 There have been high levels of achievement managed and helps students to understand the on advanced vocational courses during the last demands of the work environment. three years, although students completing 24 A wide variety of appropriate teaching courses in 1997 were less successful than in methods is used to promote learning and previous years. A high percentage of full-time

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Curriculum Areas

students achieve the awards they are seeking; in 1996-97 there was an overall pass rate of 92 per cent in beauty therapy and 89 per cent in hairdressing. There was a 100 per cent pass rate on the diploma in aromatherapy course and a pass rate of 90 per cent on the Indian head massage course. Retention rates on a few courses have fallen in 1996-97, particularly in hairdressing. The college has investigated the reasons for students leaving and taken measures to address this. Retention on beauty therapy courses is good. Students develop practical skills at a level appropriate for their course. Students’ portfolio work is of a good standard and provides an impressive record of the progress made and achievements gained. More students could use wordprocessing to improve further the presentation of their work.

Examples of students’ achievements in hairdressing and beauty therapy, 1995 to 1997

Course grouping 1995 1996 1997

Professional courses Retention (%) 92 88 88 diploma in aromatherapy Pass rate (%) 83 100 100

NVQ level 3 Retention (%) + 81 71 beauty therapy (full time) Pass rate (%) + 92 92

NVQ level 2 Retention (%) 67 72 53 hairdressing (full time) Pass rate (%) 58 92 89

Advanced vocational Retention (%) 85 74 73 programmes Pass rate (%) 94 94 78

Other – Indian head massage Institute of Health Retention (%) + + 77 and Holistic Therapies Pass rate (%) + + 90

Source: college data +course not running

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Curriculum Areas

Art and Design • inadequate access to specialist Grade 2 equipment • lack of balance in students’ workloads 27 Twelve lessons were observed which covered the range of levels and courses 28 The recently-formed department of creative offered by the college, including all full-time media and performing arts offers a good range GNVQ and national diplomas, general of subjects in art and design, graphic design, certificate of secondary education (GCSE) photography, performing arts, dance and media. dance, general certificate of education There is a lack of courses at intermediate level advanced level (GCE A level) media and C&G in media and performing arts and few photography. Provision has been extended by vocational opportunities for part-time students. the recent addition of courses in performing The college offers an extensive programme of arts and media. Inspectors generally agreed non-vocational art and design courses but there with the college’s self-assessment report. is no evidence of progression from these classes. Particularly noteworthy is the strength of The department has good links with local students’ achievements. Insufficient account, schools and the community. The local Theatre however, is taken of low retention rates on Royal works closely with the college on the some courses and of the problems caused by performing arts course and provides good the rapid growth of the department. opportunities for work experience for students. The department recognises that better links Key strengths need to be developed with industry in art, • good levels of recruitment to a design and media. Six students have recently developing range of courses had work experience in Beijing with Central • well-planned teaching and clear China Television. assignment briefs 29 Teaching is well planned. Project briefs • emphasis given to students studying on use a standard format that clearly sets out what their own is required including key skills, and assessment • thorough assessment procedures criteria. Assessment is thorough. Students feel • good pass rates for those completing that they are kept well informed of their vocational courses progress. Some teachers’ written feedback on • good levels of progression to higher students’ work, while helpful, is difficult to read. education However, teachers take care to ensure that all • additional achievements by art and feedback is discussed. A particular strength design students identified by the college is the encouragement • staff with relevant industrial experience given to students to study on their own. Students are required to keep a diary in which • good use of community projects and they record and evaluate their work and develop visits action plans. These diaries are particularly strong in performing arts where students Weaknesses reflected on their individual performance and • low retention over a number of years, produced highly perceptive comments. As the particularly on two-year courses self-assessment report acknowledges, there is a • unsuitable use and poor organisation of heavy workload for many students and accommodation deadlines set for assignments in media overlap. In performing arts there is too much emphasis on written work.

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Curriculum Areas

30 There is effective communication between 31 Pass rates in examinations are high; pass course leaders and managers. In September rates for GNVQ intermediate art and design and 1997, recruitment was well above target. This BTEC foundation studies are well above the success has caused extra demands on the small national average. Part-time day students, full-time staff team. To accommodate the although small in number, achieved a 100 per increase in numbers the department has taken cent pass rate in the C&G photography course. over the use of converted construction studios Full-time art and design students have been and storerooms. The photography facility is particularly successful in achieving additional poor; there is no lighting studio and the dark qualifications. The high GCSE grades achieved room is very small. The specialist computer in critical studies and photography are room is too small and unsuitable. The range of particularly noteworthy, although these were not video and audio equipment for media is of a identified in the self-assessment report. In reasonable standard but there is insufficient general, a high percentage of students progress video and audio editing equipment for the to appropriate further education and higher number of students. These specialist facilities education courses. Teachers recognised in their are integrated with general purpose teaching self-assessment report the problem of low space and this, consequently, restricts their retention in media, but there are other courses effective use. The college recognises these with low retention. Retention on the performing weaknesses. A new performance space, arts course and in the last two years of the including video projection, provides an excellent national diploma in general art and design base for performing arts. Many lessons took course are below the national average and place in unsuitable spaces, where the crowded college targets. The college has implemented conditions and inappropriate placement of changes to the media syllabus and introduced furniture had an inhibiting effect on the quality sharper interview procedures to ensure that of students’ work. This weakness was not applicants have a realistic expectation of course identified in the self-assessment report. requirements.

Examples of students’ achievements in art and design, 1995 to 1997

Course grouping 1995 1996 1997

Advanced vocational Retention (%) + 62 55 (national diploma media) Pass rate (%) + 85 83

Intermediate vocational Retention (%) 80 78 84 (GNVQ, first diplomas Pass rate (%) 88 100 75 and certificates)

Professional courses Retention (%) + 65 89/50* C&G photography Pass rate (%) + 100 100/80*

Foundation art and design Retention (%) 77 91 86 Pass rate (%) 94 100 97

National diploma in Retention (%) 79 67 62 general art and design Pass rate (%) 90 89 100

Source: college data +course not running *evening classes

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Cross-college Provision

Support for Students students in the college’s day nursery is highly regarded. In cases of hardship, students can Grade 2 apply for subsidy from special college funds. Different parts of student services are managed 32 Inspectors agreed with the main by separate managers. The lines of findings in the college’s comprehensive communication and accountability between the self-assessment report but identified respective managers are not always effective. strengths and weaknesses which differed in This weakness is not identified by the college some significant respects from those listed in self-assessment report. There is no senior the report. manager with overall responsibility for reviewing the quality of provision against agreed Key strengths service standards. Student services has few • prospective students are well informed service standards by which to monitor their about the college and its courses work. • effective provision of additional learning 34 Prospective students are well informed support about the college and its courses. Printed • strong informal support from staff for information about college services and courses students is comprehensive and of a high standard. • effective guidance services However, it is not readily available and potential students have to request specific brochures from Weaknesses reception staff. Prospective students value the • inconsistent implementation of the opportunities provided by ‘open’ days to view support for students’ personal the college. The principal and senior staff give development effective presentations to local schools. A • shortcomings in the overall programme of ‘taster’ days is in place and the co-ordination and management of college runs a successful activity week for year support for students eight middle school pupils. Course entry • lack of formal procedures for referring requirements are set by subject specialists and students for counselling records of these are held centrally. Enquiries and applications are followed up efficiently and applicants receive helpful advice. The college 33 The student services team has a records the outcomes of interviews. Part-time comprehensive brief and covers admissions, students are enrolled by course teams. The use guidance, careers, counselling, advice and the of management information systems for students’ union. Students are generally well monitoring the applications of prospective supported by these services. Guidance staff, students has yet to be fully developed. There is trained in customer care, provide effective no clear sign indicating the location of student guidance on courses, benefits, transport and services in the foyer. student finance. Counselling support is provided by staff with counselling experience from 35 Inspectors agreed with the college’s outside specialist agencies, with whom the self-assessment that the enrolment and college has good links. There are no formal induction of new full-time students is well procedures to help guidance staff on the referral planned. Students are clear about course of students to specialist counselling agencies, a requirements and are made familiar with the weakness not identified in the self-assessment college and its facilities. They receive a student report. Childcare for full-time and part-time handbook, a copy of the student charter and a

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Cross-college Provision

course handbook. For part-time students, take up the offer of an individual interview and induction is included in the first lesson of their some students are unaware of the arrangements course. Induction arrangements for students with Suffolk Careers Ltd. Only half of the course who join courses late are not always tutors invite careers staff to tutorials. The satisfactory. extent to which the careers service is used varies considerably between departments and 36 Arrangements for learning support are courses. There are procedures for course thorough and well organised. All full-time transfer during the ‘chance for change’ week in students are assessed to identify learning needs November. Few students interviewed, however, in numeracy and literacy. Vocational support were aware of the ‘chance for change’ week or tutors provide additional guidance and support of the opportunities to discuss career and course in departments. Two basic skills co-ordinators changes with careers staff. The college support the 11 vocational support tutors. self-assessment report acknowledges the lack of Course tutors are regularly informed of students’ a comprehensive careers education programme. progress and attendance. Students are encouraged to use the well-resourced learning centre and the key skills, mathematics and General Resources communications workshop. Part-time students are informed of their entitlement to learning Grade 2 support. Those whose programme of study 39 There have been substantial exceeds 120 hours are assessed for numeracy improvements to accommodation and and literacy support. Good links with local resources since the last inspection in 1994. upper schools ensure that the need for specialist The self-assessment report understates some support can be identified early. The college of the improvements. Inspectors broadly underestimated the strength of its provision for agreed with the judgements in the college’s additional learning support. self-assessment report. 37 The college’s model for tutorial support is not applied comprehensively and effectively Key strengths across all departments. All students are • the extensive range of new allocated a personal tutor. Where tutorials are accommodation and facilities working well, tutors review students’ academic • the planned maintenance, progress and provide support, as necessary, and refurbishment and new building also develop a programme of activities for programmes students’ personal and social education. For • the extensive range of information example, students in the department of hotel technology equipment and catering discuss with tutors topics for a • the good resources in the library and programme of visiting speakers. However, in resource centres some departments tutorials only cover reviews of academic progress. There are variations Weaknesses between departments as to the number of • some facilities and resources academic tutorials that full-time students receive inaccessible to wheelchair users each term. These weaknesses were not identified in the self-assessment report. • the inappropriate use of some accommodation 38 Students are advised of their entitlement to professional careers advice at induction and in the student handbook. However, few students 40 Since the last inspection a building

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programme has been completed, other catalogued and colour coded for ease of accommodation has been successfully reference. Other facilities include 50 computers, remodelled and new learning centres created. a good range of CD-ROMs and videos, a key Innovative alterations have resulted in useful skills workshop and a well-stocked careers teaching space being created to take account of library. There is a good level of qualified staff changes in the curriculum. The self-assessment to assist students with enquiries and those report significantly underestimates the quality of requiring additional help. Technicians give the facilities and equipment. There is a 10-year technical advice to students and help teachers planned programme of maintenance which is prepare learning materials using information updated annually. Accommodation is generally technology. Advisers from the library staff liaise clean and tidy and routine inspections are with curriculum areas to ensure that resources conducted to ensure standards are maintained. take account of changes in the curriculum. Most classrooms are bright, attractive and Learning resource centres have been established appropriately furnished. Minimum standards adjacent to several curriculum areas and contain for classroom accommodation are being high specification information technology and developed but monitoring procedures have not appropriate vocational learning materials. yet been implemented. Many general circulation A planned programme for the improvement and areas are enhanced by interesting displays of replacement of general equipment has not yet students’ work. The college reception area been developed. offers a welcoming environment. The space 43 The college has a well-conceived allocated for student guidance and careers in the information and learning technology policy and foyer is too small for the number of students implementation strategy. Overall, there are using it and detracts from the service offered. almost 500 high-specification computers with Rooms used for interviewing and counselling up-to-date software for students’ use and the lack privacy. majority are available on an open access basis. 41 A system to monitor effective use of In addition, about 130 computers are available accommodation has not yet been fully for teachers and administrative staff. The developed. This weakness is not explicitly majority of staff work rooms have computers stated in the self-assessment report. There has from which staff can access the academic and been some inappropriate use of some rooms. management network. Inspectors judged that A few rooms are too small for the number of the provision of information technology students using them and some theory teaching hardware and software was of greater takes place in specialist workshops. significance than the college stated in its Departmental room use surveys have not yet self-assessment report. been brought together to give a college-wide 44 The self-assessment report acknowledges overview. A few poor-quality temporary huts that not all areas of the college are accessible to are used for teaching. A second phase building wheelchair users. The main reception entrance is planned which will address many of these is unsuitable for wheelchair users and there is a shortcomings in accommodation. lack of prominent signs to alternative entrances. 42 Inspectors agreed that the library and Some entry doors are difficult to manoeuvre. learning resource area provides excellent There is no access by lift to some business facilities for students and staff. It is a bright, studies teaching rooms and to the upper floor of spacious area with approximately 120 study the mechatronics centre. There is a realistic places and both quiet and silent study areas. action plan and work is in progress to provide The wide range of books and journals is ramps and install a lift to improve access.

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Cross-college Provision

45 Social facilities for students are generally Weaknesses good. The new student common room is a • service standards are not established for well-resourced recreational area and is well all areas of the college’s work used by students. The area is staffed by student services staff who work with students to help • unreliable data on students’ achievements organise a range of sporting, leisure and charitable activities. Refectory facilities are too small for the number of students and staff. 47 Examination of the mission statement, the There is a 36-place nursery which offers an strategic plan and minutes of the corporation after-school and holiday play scheme for provide clear evidence of the college’s children of students and staff. The college does commitment to continuous improvement of its not have sports and leisure facilities on the site provision. There has been a significant increase but students are able to use local authority in the staffing allocated to quality assurance playing fields and a leisure centre located on the since the last inspection, including the campus boundary. Inspectors agreed with the appointment of a quality assurance manager self-assessment report that college grounds and a quality assurance adviser. The college require some tidying and environmental has recently purchased a software package improvements. There is a well-managed and specifically designed to assist in the analysis of efficient car parking scheme. Updated external students’ perceptions of the provision. The and internal directional signs have improved comprehensive procedures manual represents movement around the college. one of the college’s major initiatives for quality assurance and arrangements are being made Quality Assurance for it to be available on the college-wide computer network. The governors have Grade 2 recently established a quality subcommittee. A revised quality assurance policy that is more 46 Inspectors agreed with the key strengths easily understood and more accurately reflects and weaknesses identified by the college in the system in operation was approved in July its self-assessment report. 1997. The college, with the assistance of a consultant, is working towards the European Key strengths Quality Award. However, since a number of • strong commitment to continuous these initiatives are relatively new, it was too improvement of provision early for inspectors to make a judgement of • comprehensive quality assurance their effectiveness in improving students’ arrangements covering all aspects of the achievements. college’s work 48 Self-assessment is viewed positively by • a rigorous self-assessment process which staff. This attitude has been helped by the informs strategic planning and leads to college’s code of practice which values the improvement in students’ learning achievements of students and staff. The college experience has a comprehensive quality assurance system. • a well-developed staff appraisal system, The system includes: observation of teaching linked through professional development and learning; an internal verification system; to quality assurance surveys of students’ perceptions; course reviews; and a new course approvals procedure. Several of these elements contribute to the college self-assessment reports that are

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Cross-college Provision

produced by teaching and cross-college support weakness in the 1996-97 update of the services. The college has gained ISO 9001 and self-assessment report. Examination of the 9002 certification for its services to business and complaints file confirmed that the principal its training programmes respectively. The monitors the time taken to respond to the few academic board has not yet identified a letters of complaint. substantive role for itself in the quality 51 Inspectors agreed with the college’s assurance process. judgement that staff development is a strength. 49 The 25 line-managers of teaching, A substantial budget is allocated for the staff administration and support departments are development programme which includes a required to produce an annual self-assessment comprehensive range of activities within the report. These reports are formally presented to college. Many staff development needs are the principal and the director of curriculum and identified through the well-established annual quality assurance. Strengths and weaknesses staff appraisal process that applies to all and the supporting evidence are rigorously permanent staff. Lesson observation has been investigated, and action plans are required to an element of the appraisal process for some address identified issues. The college time and grading of lessons was introduced self-assessment report is scrutinised by a review during 1997. It has been readily accepted by group which includes an external representative, staff as part of self-assessment and managers the chair of the corporation and the principal. received appropriate training to undertake For the 1995-96 self-assessment report, this observations. Inspectors did not completely robust review process resulted in a curriculum agree with the college’s assessment of the grade being revised downwards. Action plans quality of teaching and learning. The profile of and target dates for achievement are keenly lesson observation grades awarded by college monitored twice a year. Inspectors were managers has a much higher proportion of provided with clear evidence of resulting lessons graded 1 or 2 than in the sample of improvements such as modifications to courses lessons observed by inspectors. The college was and extended opening times for the learning awarded the Investor in People status in centres. However, the college is unable to February 1996. monitor the overall effectiveness of this comprehensive process on students’ Governance performance because of the lack of centrally held, accurate data on students’ achievements. Grade 2 The college recognised this in its 1996-97 52 Inspectors agreed broadly with the self-assessment report update. college’s overall assessment of its governance 50 The college charter is clearly presented and but identified some issues which were not contains service standards for many, but not all, highlighted in the college’s self-assessment of the charter commitments. For example, there report. are no standards for the time taken to handle enquiries or for the commitments made for Key strengths academic and personal guidance and • effective administration of corporation counselling. Some departments, such as and committee business ‘services to business’, have established service • the open approach to the search for and standards and have begun to monitor their own selection of new governors effectiveness. The need for all departments to establish service standards is acknowledged as a

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terms of reference of the finance and general • productive relationship between purposes committee and estates committee do governors and college management not give a clear indication of their roles and • the well-developed awareness of responsibilities. As stated in the college’s strategic issues self-assessment report, committee business is • the governors’ high level of contribution clearly reported to the corporation. All to the success of the college governors receive financial information at a • critical monitoring of some elements in suitable frequency. Financial information is the strategic plan considered in detail by the finance and general purposes committee which reports, Weaknesses appropriately, to the corporation. The • the underdeveloped arrangements for corporation has a well-developed understanding rigorous monitoring of all aspects of of strategic issues. quality assurance 56 There is a strong and productive • unclear terms of reference of some relationship between governors and the senior committees management team. Members have a clear • little development of criteria for understanding of their role and those of the assessing own performance college management. Governors use their expertise to support senior managers in the 53 The FEFC’s audit service concludes that, development of areas such as estates, within the scope of its assessment, the marketing, quality, and finance. The governance of the college is good. The corporation receives regular presentations from corporation substantially conducts its business curriculum departments. Some governors have in accordance with the instrument and articles well-established links with curriculum areas. of government. It also substantially fulfils its Challenging objectives are set for the principal responsibilities under the financial and senior managers and the achievement of memorandum with the FEFC. these forms part of their appraisal.

54 The governing body has a membership of 57 The corporation is committed to making an 16, including 11 independent members, a TEC effective contribution to the success of the nominee, two co-opted members, one staff college. Corporation members have attended member and the principal. The corporation has training sessions on a variety of issues such as taken an open approach to the selection of new the implications of the Nolan committee report, governors. Governors bring an appropriate mix strategic planning, and self-assessment. These of skills and expertise to corporation business. have encouraged members to improve their own Clerking arrangements are effective and performance and that of the college. The committee agendas and minutes are prepared to corporation’s own self-assessment review has a high standard. At an early stage, the involved feedback from a members’ corporation adopted a register of interests and a questionnaire. It recognises that it has not yet code of conduct but these require updating. set its own performance criteria, and that it Procedures for the conduct of corporation and should assess the contribution of individual committee business could be drawn together members. There is an annual audit of the into standing orders. details of governors’ appointments and interests, committee membership, and individual 55 There is an appropriate range of governors’ attendance at college and civic committees, supported by advisory groups. The events, committee meetings and training events.

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Cross-college Provision

58 Arrangements to monitor rigorously all Weaknesses aspects of the quality of provision are not fully • ineffective use of the management established. There is regular and effective information system at some levels reporting of factors underpinning financial performance, for example, enrolment, retention, • lines of communication and completion, staff costs and income generation. accountability in some areas More recently, there has been a clear statement • arrangements to review achievement of of the targets underpinning strategic objectives strategic objectives and operational within the new strategic plan. However, plans for some cross-college functions analysis and reporting is not well developed in • limited monthly updates of financial the areas of students’ achievements and support forecasting services. The reporting of students’ achievements does not yet give a coherent 60 Effective management enables the college picture of year-on-year trends. The corporation to achieve its targets, and keep under constant has established a committee to monitor the review the operation of the college. College quality of provision, addressing a weakness growth targets have been met in each of the last recognised by the corporation in its own three years. Good links are made between self-assessment report. strategic priorities and curriculum development in the formulation of the strategic plan. Management Appropriate account is taken of market information and clear targets and performance Grade 2 measures are identified. Senior managers have clear responsibilities for monitoring strategic 59 Inspectors substantially agreed with the objectives and governors receive reports on self-assessment report’s judgement about progress made. At the time of the inspection, management. However, there were some some departmental plans had not been issues that inspectors judged to be of greater developed to take account of the priorities significance than was apparent from the identified by the senior management team. self-assessment report. Operational plans contain few measurable objectives with quantified targets. Close Key strengths attention is given to monitoring the achievement • achievement of targets and review of of curriculum objectives through regular operations through effective meetings and course reviews. management 61 The self-assessment report recognises the • clear, well-documented procedures and strength of the well-managed and effective policies liaison which the college has with local industry • an efficiently and effectively managed and with external bodies involved in education curriculum and training. The college has fostered excellent • well-managed and effective liaison with relationships with the training and enterprise external organisations council (TEC). The college is regarded as • appropriate management attention flexible and responsive to employer needs and is given to improving college one of the TEC’s largest contractors for training communications credits and modern apprenticeships. College • frequent, regular and timely monitoring staff are actively involved with local training and reporting of college finances initiatives and have good links with other

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educational institutions. Several departments following proposals from a working group. The have active advisory boards but some have manual is kept up to date although there is no found these to be ineffective. Close links are agreed timetable for the review of policies. maintained with industry through work 64 The curriculum is well managed. placements and the development of specific Inspectors agree with the self-assessment report courses for particular employers. There are no that this is a major strength of the college. systems to assess the effectiveness of external There are effective procedures for course links. management supported by comprehensive 62 The senior management team has course documentation. Departments and course recognised the need to improve some aspects of teams meet regularly. Staff are effectively college management. The senior management deployed. Staffing costs are kept under close team comprises the principal and four directors scrutiny by managers. The cost of courses is who have responsibility for: business closely monitored and analysed. The development, marketing and student services; appointment of technician/demonstrators to curriculum and quality; finance, estates and undertake workshop activities and a recent management information; and personnel. The programme of redundancy is helping to redress college’s management arrangements were the trend of rising staff costs. Staff have a high reorganised following the appointment of the level of commitment to the college and its work. principal in 1995 and more recently with a 65 The self-assessment report recognises the restructuring of curriculum departments. A weaknesses in the provision of management survey of management effectiveness has enabled information to support curriculum and other the senior management team to identify four key managers. The management information areas for improvement: communications with system is not effectively used at all levels. Most college staff; the level of managers’ skills; the heads of department are able to access data on effectiveness of managers working as a team; enrolments and use that information to manage and staff perception of the college as an staffing and timetables. However, accurate and employer. An action plan to address these timely data on attendance and students’ weaknesses and a programme of management achievements are not routinely available to training to improve the effectiveness of course directors and heads. The information communications have been agreed. The college requirements of managers have not been communications strategy has been revised to formally identified. Performance monitoring provide more opportunities for staff to be data, including financial data, are reported briefed and to express their views. In spite of regularly to the senior management team and these initiatives, inspectors considered that the the finance and general purposes committee of importance of the effectiveness of the corporation. This enables the achievement communications within the college was not of strategic targets to be appropriately given sufficient emphasis in the self-assessment monitored. The college has experienced delays report. in meeting the deadlines for the individualised 63 Procedures and policies have been student records but now anticipates that returns definitively stated and documented in a will be made on time. well-organised manual for college managers 66 The FEFC’s audit service concludes that and staff. Staff contribute to the review of within the scope of its review the college’s procedures and policies through working financial management is adequate. The average groups. For example, the college equal level of funding is £16.88 per unit for 1997-98. opportunities policy has recently been revised The median for general further education

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colleges is £16.72 per unit. The finance department has appropriate expertise. The majority of routine financial reports are generated directly from the accounting system. Within the main financial reports, forecasts of income and expenditure to the year end were not updated. Cash flow is forecast to the current financial year end but not beyond and is of decreasing use as the year progresses. Due to external circumstances the college experienced considerable difficulties in finalising its 1995-96 audited annual accounts and has acted to overcome this for its 1996-97 accounts. The internal audit plans agreed by the college are narrowly focused on the college’s financial systems and do not adequately cover other college activities that are part of the whole system of internal control.

Conclusions

67 The inspection team found that the self-assessment report provided a useful basis for carrying out the inspection. Most of the findings in the college’s self-assessment report are in agreement with those of the inspection team. Some strengths identified by the college were described in terms which suggest that they had less significance than that placed on them by inspectors. Conversely, inspectors considered the significance of some weaknesses to be exaggerated by the college. Inspectors considered the college’s self-assessment of teaching and learning to be largely accurate. However, lessons observed and graded by the college produced a profile of grades considerably better than those awarded by inspectors. Inspectors agreed with most curriculum grades awarded by the college and all grades for cross-college provision.

68 Strengths and weaknesses identified during the inspection are listed under each section of this report. The main strengths and weaknesses are identified in the summary.

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College Statistics

Student numbers by age (July 1997) Student numbers by mode of attendance and Age % curriculum area (July 1997) Under 16 1 Programme Full Part Total area time time provision 16-18 years 15 % 19-24 years 12 Science 96 1,147 8 25+ years 67 Construction 103 398 3 Not known 5 Engineering 182 538 5 Total 100 Business 263 2,172 16 Source: college data Hotel and catering 203 307 3 Health and Student numbers by level of study community care 290 2,777 19 (July 1997) Art and design 183 1,621 12 Level of study % Humanities 249 4,682 31 Foundation 4 Basic education 95 340 3 Intermediate 21 Total 1,664 13,982 100 Advanced 12 Source: college data Higher education 3 Leisure/recreation (non-schedule 2) 60 Staff expressed as full-time equivalents Total 100 (July 1997) Source: college data Perm- Fixed Casual Total anent term Direct learning contact 119 74 0 193 Supporting direct learning contact 38 0 5 43 Other support 85 0 19 104 Total 242 74 24 340 Source: college data, rounded to nearest full-time equivalent

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College Statistics

Three-year Trends

Financial data 1994-95 1995-96 1996-97 Income £8,905,000 £9,450,000 * Average level of funding (ALF) Out-turn to 1995-96; funded 1996-97 £17.43 £17.45 £17.65 Payroll as a proportion of income 67% 70% * Achievement of funding target 102% + * Diversity of income 35% 34% * Operating surplus £355,000 £66,000 *

Sources: Income – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97) ALF – Performance Indicators 1995-96 (1994-95 and 1995-96), Funding Allocations 1996-97 (1996-97) Payroll – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97) Achievement of funding target – Performance Indicators 1995-96 (1994-95 and 1995-96) Diversity of income – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97) Operating surplus – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97) *data not available +agreed data not available

Performance data for students aged 16 to 18 Qualifications 1994-95 1995-96 1996-97 GCE A level Number of candidates 31 82 92 Average point score per entry 3.0 2.5 3.1 Position in tables bottom third bottom third bottom third Advanced vocational Number in final year 108 221 225 Percentage achieving qualification 73% 72% 73% Position in tables middle third middle third middle third Intermediate vocational Number in final year * 112 121 Percentage achieving qualification * 54% 56% Position in tables * middle third middle third

Source: DfEE Note: the majority of the college’s students are 19 years of age or older The achievements of these students are not covered in published DfEE performance tables *1994-95 intermediate vocational results not available

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FEFC Inspection Report 19/98

Published by the Further Education Funding Council February 1998